Translation In Language Teaching Research Articles

Translation in Language Teaching - The Need for Redefinition of Translation

Translation has been long excluded from language classes due to its association with the drawbacks of the Grammar Translation Method (GTM). However, in recent years, translation has made a comeback with its positive impact on students’ language performance. The effect of translation on the learner’s language knowledge has been finite compared with other language activities. The paper presents a critical analysis of research on translation in language teaching. It is found that the limited results of studies on the impact of translation may involve linguistic focus. Generally, most of the studies did not focus on the meaningfulness of linguistic items, which can only be achieved by placing them in context. In other words, the linguistic view of translation is still common in studies supporting translation. The redefinition of translation should incorporate communicative aspects of translation and the function of translation in a communicative context. The literature-based paper reinstates the importance of a communicative view of translation in language teaching, and it makes proposals related to the inclusion of translation in language learning classes.

TRANSLANGUAGING IN LANGUAGE ARTS: A PEDAGOGY FOR THE FIFTH SKILL

This paper reviews literature on the teaching of literature under the module of Language Arts in Malaysian schools. The interplay of literature teaching in the primary SBELC module and the development of Translation in Language Teaching (TILT) should be part and parcel of teaching awareness in ESL/bilingual classrooms today. Research indicates that teachers do not possess adequate knowledge on appropriate literature teaching approach to enable them to teach literature to ESL students. Among the arising problems, among others, are improper training, failure to change their old approaches, apart from students’ language proficiency and lack of interest. As a result, they ended up teaching literature at the lower order thinking skill (LOTS). To fulfil the syllabus requirement, teachers resorted to comprehension and reading activities. The teaching of literary elements such as plot, character and themes seems minimal. No writing or speaking tasks involving students’ personal responses took place during the lessons. As a result, students failed to understand and appreciate literature lessons. This concept paper, thus, attempts to integrate the framework of Translanguaging Pedagogy into the teaching of literature in primary schools. Based on the Translanguaging Pedagogy framework (Garcia et al., 2015), a module of three cycles is proposed to enable teachers to teach Language Arts to primary ESL/bilingual students, from their own language repertoires and cultural identity. This module should be incorporated into teacher training programme. By doing so, the areas of literature teaching in ESL context and translation in language teaching (TILT) will be meaningful in helping students to understand and appreciate literature from their own linguistic repertoire and identity.

Should Machine Translation have a role in language classrooms or not?

Presentation: https://www.pechakucha.com/presentations/sotel-2023-neil-cowie-and-keiko-sakui-machine-translation
 Machine translation (MT) of languages has been around nearly 30 years but the importance of its role in language learning has grown exponentially in recent years. This paper summarizes recent research on teacher and learner attitudes to MT, and suggests ways that MT can be used in language classrooms.
 Studies in the 2010s (Pym, 2013) suggest that teachers were against the use of MT because of its poor quality. However, the level of MT dramatically improved from 2016 when Google Translate adopted a neural-network system. As a result, teachers’ attitudes shifted to more acceptance of MT. Even so, teacher views about MT tend to fall into two camps: those who feel it is a form of cheating (Carré et al., 2022) and those who see it as an appropriate teaching tool. The former take the general approach of “detect, react and prevent”, whilst the latter wish to “integrate and educate” (Jolley & Maimone, 2022).
 Research has shown that students use MT in different ways according to their level. More advanced students tend to check words and phrases rather than translating a whole report. They understand the limits of MT but at the same time they believe it can help learn a language (Godwin-Jones, 2022; Jolley & Maimone, 2022). Research suggests that training in the use of MT can increase chances for such students to reflect on their language learning (Pellet & Myers, 2022) and that they can become aware of and correct MT errors (Zhang & Torres-Hostench, 2022). On the other hand, lower level students use MT differently as they may lack confidence in their language abilities (Organ, 2019). There are studies that claim lower level students can be linguistically overwhelmed in trying to notice and compare their own translations with MT; therefore, they do not correct the output of MT and submit it as their own work (Lee, 2022: Niño, 2020).
 In general, the accuracy of MT has improved so quickly that many teachers who previously dismissed MT as poor can no longer ascertain whether their students have actually used it or not (Jolley & Maimone, 2022). This creates doubt in how to assess student work fairly. Furthermore, as teachers vary in their attitudes towards the use of MT for learning, students can be very confused as to whether they are allowed to use MT in different teachers’ classes; and, if they are allowed, in what ways can they do so appropriately. In order to overcome this uncertainty and confusion, it is suggested that, after Reinders (2022), institutions, students and teachers become partners in exploring MT to find the best way to use it for learning. This will vary according to each educational context, particularly concerning student level, but it is vital to create commonly accepted guidelines, approaches and practices so that MT can be best used for language learning and not just as a tool to complete tasks with little or no educational meaning. 
 References
 
 Carré, A., Kenny, D., Rossi, C., Sánchez-Gijón, P. & Torres-Hostench, O. (2022). Machine translation for
 language learners. In D. Kenny (Ed.), Machine translation for everyone: Empowering users in the age of 
 artificial intelligence (pp. 187–207). Language Science Press. Doi: 10.5281/zenodo.6760024
 Godwin-Jones, R. (2022). Partnering with AI: Intelligent writing assistance and instructed language learning.
 Language Learning & Technology, 26(2), 5–24. https://doi.org/10125/73474
 Jolley, J. & Maimone, L. (2022). Thirty years of machine translation in language teaching and learning: A
 review of the literature. L2 Journal, 14(1). Doi: 10.5070/L214151760
 Lee, S.-M. (2022). Different effects of machine translation on L2 revisions across students’ L2 writing
 proficiency levels. Language Learning & Technology, 26(1), 1–21. https://hdl.handle.net/10125/73490
 Niño, A. (2020). Exploring the use of online machine translation for independent language learning. Research in 
 Learning Technology 28, 2402. https://dx.doi.org/10.25304/rlt.v28.2402
 Organ, A. (2019, July 5). L’éléphant dans la salle / la pièce / le salon? Student use of Google Translate for L2 
 production: Student and staff attitudes, and implications for university policy. [Conference presentation
 abstract]. Translation Technology in Education – Facilitator or Risk? University of Nottingham, UK.
 https://www.nottingham.ac.uk/conference/fac-arts/clas/translation -technology-ineducation%E2%80%93 
 facilitator-or-risk/videos/conference-videos.aspx
 Pellet, S. & Myers, L. (2022). What’s wrong with “What is your name?” > “Quel est votre nom?”: Teaching
 responsible use of MT through discursive competence and metalanguage awareness. L2 Journal, 14(1). Doi:
 10.5070/L214151739
 Pym, A. (2013). Translation skill-sets in a machine-translation age. Translators’ Journal, 58(3), 487–503. Doi:
 0.7202/1025047ar
 Reinders, H. (Host) (2022, September 7). A conversation with Jim Ranalli and Volker Hegelheimer [Audio
 Podcast Episode]. In Voices from LLT. https://www.lltjournal.org/media/voices-from-llt/
 Zhang, H., & Torres-Hostench, O. (2022). Training in machine translation post-editing for foreign language
 students. Language Learning & Technology, 26(1), 1–17. http://hdl.handle.net/10125/73466

Perceptions of English and Literature Department Students on Lecturer’s Feedback for Critical Book Review (CBR)

This study aims to analyze Perceptions of English and Literature Department Students perceptions on lecturer’s feedback for Critical Book Review (CBR). A descriptive qualitative design was used in this study. The data sources are all students outside the English Education study program who take 5 courses, namely Curriculum and Textbook Analysis, Translation in Language Teaching, English Culture in ELT, Technology in ELT and Management of English Based Institution. The data are the results of questionnaires given to students outside the Study Program who are conducting the student exchange program (Permata). Research shows that students feel helped by the feedback provided by the lecturer in the form of corrections, criticisms, suggestions, and providing solutions either orally or in writing. The reason why lecturers provide feedback is to measure students' abilities in doing CBR assignments.

Whether Translation in Language Teaching can Promote Learners' SLA in the Second Language Classroom

In recent years, there has been an increasing interest in translation in language teaching (TILT) as a pedagogical method for learning a second language, aiming to improve learners' second language acquisition (SLA) in the second language classroom. The study's main aim is to investigate whether TILT can promote students' second language acquisition, especially in the second language classroom. The paper was completed by previous arguments and challenging issues about TILT with research findings, relevant teaching theories and practical teaching experiences. The essential findings are that TILT plays a significant role in developing learners' SLA in the second language classroom. The results offer the relevant suggestions of TILT in second language classrooms and practical teaching approaches to applying TILT as a tool or skill in second language learners considering learners' requirements.

Current Practices in Translation and L2 Learning in Higher Education: Lessons Learned

This paper examines current practices that embrace the union between foreign language (L2) teaching and translation in higher education (HE). The rejection of monolingualism and prescriptive principles in favour of bi-, multi-, or plurilingualism; a diversified interdisciplinarity; new sociocultural realities characterised by greater international mobility; different needs and challenges in foreign language teaching; and an openness of translation studies, are only some of the reasons why the link between both areas remains pertinent. However, while the advocacy of integrating the use of translation in language teaching seems to be gaining steady ground in the last decade, specific ways of introducing translation into the L2 curriculum are not always clear. This paper discusses issues related to the design and implementation of a module that would tackle L2 learning while serving as an exploratory course on translation within a degree in languages in HE. The discussion aims to add to the debate on practical issues by explaining the rationale of the module, as well as any difficulties prior to designing the module, and those encountered in the implementation phase. 

Thirty Years of Machine Translation in Language Teaching and Learning: A Review of the Literature

Although use of machine translation (MT) technologies by learners may seem like a relatively new issue in foreign language (FL) education, researchers have been investigating connections between MT tools and FL teaching and learning for more than three decades, years before learners had access to free online services such as Google Translate. This literature review summarizes this rapidly expanding research domain both chronologically and thematically, identifying key concepts, insights, and findings and mapping them onto a framework inspired by questions commonly asked by both researchers and practitioners: How do learners use MT tools? What do instructors and learners think about MT? How might MT use affect language learning? How should instructors respond to MT use by learners? By summarizing and drawing connections between the assumptions, methods, and findings of key studies in these categories, this review provides a historical perspective and suggests new directions for future research. 

TRANSLATION PEDAGOGY VERSUS PEDAGOGICAL TRANSLATION IN LANGUAGE LEARNING

This conceptual paper presents the review of literatures of a study related to Translation in Language Teaching (TILT) and Translation Training, It reviews related literature on translation theories and practices in bilingual/multilingual classrooms as well. The interplay of translation, multilingualism, multiculturalism and globalisation in today’s ESL pedagogical reality demands translation to be employed in improving students’ English language proficiency. Unfortunately, research indicates that teachers do not possess adequate knowledge on appropriate translation models to enable them to perform translation in language teaching (TILT). As a result, they ended up employing unplanned code switching and code-mixing techniques throughout their English language lessons. Studies have shown that translation educators also do not possess adequate competencies in training language teachers to translate due to discrepancy between the chosen modules and teachers’ motivation. As a result, teachers failed to understand the purpose of such training. This conceptual paper, thus, attempts to conjure up two important concepts in translation studies: Pedagogical translation and translation pedagogy. Translation Pedagogy refers to the acquired knowledge on how to translate, whereas pedagogical translation refers to the actual process or practice of translation either in written or verbal form. The relevance of these two concepts in TILT are highlighted and discussed throughout this paper. A translation model is suggested as a guideline in providing training in TILT area. The result of this upcoming study may provide a direction in translation training for language teachers in Malaysia. It suggests that the concepts of Pedagogical Translation (PT) and Translation Pedagogy (TP) should be incorporated into translation training modules. By doing so, both translation trainers and teacher trainees are able to understand the actual processes of translation itself in TILT.

Inverse translation and the language student: A case study

Abstract This article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

Exploring Indonesian English Teachers’ Perspectives toward the Use of Translation in English Language Teaching (ELT) Classroom

This study aims to investigate Indonesian teachers' perspectives of translation or first language used in ELT classrooms as well as to find out the teachers' strategies on how to incorporate translation as their pedagogical tool. This research is applied in a case study methodology, in which the researcher interviewed three English teachers in Indonesia to explore their perspectives. The raw data was analysed by using thematic analysis to find the emerging themes of the interview data which led to the result of this qualitative research. The result of the finding indicates that the teachers mostly have positive perceptions about TILT (translation in language teaching). Most participants believed that when translation use selectively, it can help students with foreign language learning, promote students' metalinguistic awareness, function as a thinking tool, mediate social interaction, and function as social mediation. Additionally, the strategies of TILT applied by the teachers in this study entail explaining difficult concepts and grammar, avoiding chunks of word translation, and nurturing students’ critical thinking and problem-solving skills. It is suggested that if translation is integrated into language teaching, it should be used selectively as a pedagogical tool to support students’ learning.

Leituras facilitadas como mediação linguística no ensino/aprendizagem de alemão como língua estrangeira

Analisando convergências entre o uso da tradução no ensino de línguas e a prática com livros de leitura facilitada (LLFs), postulamos que a facilitação que constitui esses livros pode ser vista como uma forma de tradução, conhecida por mediação linguística (em alemão, Sprachmittlung). Para aprofundar os estudos sobre os LLFs e considerando o interesse dos aprendizes de alemão como língua estrangeira pela literatura em língua alemã, analisamos uma obra facilitada para nível B1 e a comparamos com o texto original. A obra escolhida foi Die Verwandlung, de Franz Kafka, adaptada por Achim Seiffarth (2003). Utilizando ferramentas computacionais, geramos dados quantitativos ligados à linguística de corpus, buscando verificar em que medida o perfil lexical e as características estruturais dessa obra contribuem para a facilitação do texto. Como resultado, entendemos que o livro de leitura facilitada (LLF) analisado aproxima os aprendizes do texto e pode contribuir para a expansão de seu vocabulário, realizando, portanto, a mediação linguística. Além disso, os LLFs tornam possível a leitura de clássicos da literatura em língua alemã nos estágios intermediários de aprendizagem dessa língua, que de outra forma seria difícil ou impossível.

Çevirinin pedagojik bir araç olarak kullanılması: Hazırlık sınıfında yazma dersinde bir durum çalışması

There has always been a controversy around the
 use of translation in language teaching. When the word “translation” comes to
 one’s mind, grammar-translation method is echoed at the same time. It is
 criticized as an old-fashioned approach in language teaching. Nowadays, most
 English language teachers agree that the teacher-centred grammar-translation
 method does not make much pedagogical sense and only raises passive learners in
 terms of creative thinking skills. Some scholars feverishly argue that translation
 should be totally banned in language teaching. However, the grammar-translation
 method and translation as a pedagogical tool in language classes should be
 differentiated. Translation is a communicative activity as it takes place in
 the real world. Students can think upon how they are saying something and can
 promote their thinking skills when translation is used as a classroom practice.
 In this case study, 23 B1 level students were asked to translate Turkish songs
 and subtitle film scenes into English as a task in a writing class for a month.
 Students regarded translating task into L2 as a valuable class activity in
 their writing classes. In the semi-interviews conducted with the students, it
 was seen that it helped them to expand their vocabulary knowledge and consider
 pragmatic factors while translating. Moreover, it increased their awareness of
 L1 and L2 differences. Therefore, there is a need for further research on the
 effects of translation tasks on language learning and how it can be used in the
 best way in language teaching.

Translation in language teaching, pedagogical translation, and code-Switching: restructuring the boundaries

ABSTRACT The gradual reintroduction of translation into the foreign language classroom in the last few decades has generated considerable interest among teachers and scholars. A renewed focus on translation as an aspect of language teaching has simultaneously originated from and resulted in the publication of theoretical and empirical studies as well as monographs that recognise ‘pedagogical translation’ as a beneficial and increasingly accepted practice. However, conceptual and terminological inconsistencies persist that blur the boundaries between the general idea of using translation in the language classroom and more specific practices that involve translation tasks (also known as ‘pedagogical translation’) or code-switching. The article addresses these terminological incongruities by exploring the impact of conceptualisations of translation in language education and, specifically, its use in pedagogical translation. The goal is to consider the plethora of concepts related to translation in language teaching (TILT) and to explore how they may be connected with the reconceptualisation of translation in language pedagogy. This will open up useful avenues for a more thorough incorporation of translation into foreign language education, particularly at the secondary and college level, and will propose future lines of research and pedagogical sound praxis.

Teachers' Attitudes toward and Use of Translation in the Foreign Language Classroom at Institutions of Higher Education in Croatia

The role of translation in the foreign language classroom has been changing, but it still remains a contentious issue. The long-lasting debate whether students of foreign languages might benefit from the use of translation in class might have made practitioners insecure in relation to whether using translation is beneficial or not, what methods are best and when to use translation. The aim of this study is to investigate EFL practitioners’ perspective on translation in teaching foreign languages. Specifically, it explores language for specific purposes (LSP) teachers’ attitudes toward translation at tertiary-level institutions in Croatia. The data were collected by means of an online questionnaire using snowball sampling method in order to reach a greater number of teachers. The respondents were English, German and Italian LSP teachers from a variety of tertiary-level institutions. The study revealed that in the Croatian context the majority of LSP teachers use translation in language teaching, however, there seems to be a lack of certainty about its usefulness. In addition, LSP teachers' approach to translation appears to be rather traditional given there is no diversity in the methods mentioned.

Stepping into others’ shoes

Abstract The purpose of this paper is to examine possible uses of translation in language teaching in the beginner-level language classroom. In particular, it analyses students’ performance in the translation of e-mails of refusal from Japanese to English before and after a series of five study sessions. The results show a significant change in students’ performance before and after the sessions. Before the study sessions, students largely focused on the transfer of the referential meanings of words and syntactic structure. In contrast, after the sessions, students took into consideration a range of the factors at stake in translation, including the relationship between the writer and reader, the nature of e-mails, and the writer’s intentions/feelings. Based on these results, this paper argues that (1) translation activities enable beginner students to act as cultural mediators between the writer of the source text and the reader of the target text, by mitigating potentially offensive acts to the reader; and (2) they encourage students to be more conscious of their choice of words and of the consequences of those choices.

Translation in language learning: a ‘what for’ approach

Literature about translation in language learning and teaching shows the prominence of the ‘for and against’ approach, while a ‘what for’ approach would be more profitable. In order to prevent the latter approach from becoming a random list of the potential benefits of the use of translation in language teaching, this essay suggests the use of a formal model of communicative competence, to see which of its components can profit of translation activities. The result is a map of the effects of translation in the wide range of competences and abilities which constitute language learning.

Applying Sight Translation as a Means to Enhance Reading Ability of Iranian EFL Students

<p>Sight translation is the oral translation of a written text and is a mixture of translation and interpreting. Sight translation is a widely-used activity in translation training programs. Yet, this mode of translation has rarely been applied as a reading instruction technique in Iranian EFL instruction context in spite of the growing interest in using sight translation in language teaching and learning. This study aims at investigating the effect of sight translation on the reading comprehension ability of Iranian undergraduate EFL students. This is a quasi-experimental study involving treatment. To this end, four reading comprehension classes involving 70 learners were divided into two groups, with the experimental one receiving reading instruction with sight translation exercises and the control group receiving reading instruction without sight translation exercises. The posttest results revealed that the experimental group performing sight translation exercises in classroom outperformed the control group who had not engaged in sight translation. This study has implications for ELT instructors and learners in an Iranian context as they can use sight translation exercises as an effective technique for improving the reading comprehension ability of their learners.</p>

Translation as a pedagogical tool in the foreign language classroom: A qualitative study of attitudes and behaviours

A review of the literature on language teaching reveals predominantly negative attitudes towards the use of translation in language teaching (TILT) (Cook, 2010). The purpose of this article is to explore the question of whether this negativity is reflected in the attitudes and behaviours of university lecturers engaged in language teaching as well as to consider the background and contextual factors associated with these attitudes and behaviours. A case study of one Irish Higher Education Institution was conducted, and qualitative interviews were carried out with six lecturers in Japanese and six in German in conjunction with a review of the relevant documentation including course outlines and module descriptors. The results indicated widespread support on the ground for the use of TILT in some form suggesting a need for further research on the impact of the use of TILT on the language learning process.

Translation as a means and as an end: reassessing the divide

The validity of translation in language teaching – often termed pedagogical translation – is currently undergoing a process of reassessment. While there is increasing consensus favouring the use of the first language in the second-language classroom, the role of translation in language learning is still an object of debate and the case for it is not sufficiently supported by empirical data. In contrast, the field of translator training has experienced phenomenal growth in the past few decades. As part of this process, researchers and practitioners in translation studies have tended to highlight the difference between translation as a means and translation as an end in itself. This emphasis on the divide, which has been successful in allowing for a specific pedagogy of translation to develop, has, arguably, stood in the way of a fruitful dialogue between foreign language educationalists and scholars of translation studies. This situation has not helped the development of pedagogical translation. This paper examines the fraught relationship between translation as a means and as an end, questioning the assumptions that underlie their divorce and looking into alternative ways of conceptualising the boundaries that set them apart.

LOOKING ON THE BRIGHT SIDE OF GRAMMAR-TRANSLATION METHOD

In spite of having been rejected as a method in language teaching, the Grammar-Translation Method (GTM) has never been totally left out. Among the rejections to the GTM are because the language learners' native language is used as the medium of instruction and the grammar is taught deductively. However, GTM is composed of two features hardly inescapable in any discussion about language teaching: grammar and translation. If grammar serves as a medium to know about the form of language, translation can interlingually guide the way to comprehending the meaning of language. This article is aimed to explain the importance of grammar and translation in language teaching and to propose some modifications of the ways in which both can be taught that can possibly restorethe bright side of the GTM to some extent.